St James Nursery and Pre-School

Inspection of St James Nursery and Pre-School 182 Winchester Road, Southampton SO16 6UG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Managers and staff warmly greet the children at the door. Children happily leave their parents and put their belongings on their designated peg. Children confidently go into their rooms and choose their activities. Staff eagerly wait for all the children to arrive before doing their daily group time. For example, children join in with 'wake and shake' with the staff. This is a music and movement activity which helps prepare children for their day. Children follow instructions and are excited to be at the nursery.

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The provision is good

Children behave very well in this nursery. They follow the 'golden rules' which staff encourage, such as to be kind and helpful. During large-group times children show good listening and attention skills. They listen to the adults and show respect. Children have formed good relationships with their peers and staff.

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The provision is good

Managers have an ambitious curriculum which promotes a love for learning. Children are curious learners. They enjoy exploring a range of natural resources. For example, children put pine cones in water and find that they close when wet. The nursery goes on outings in the local community, such as to the local allotment, park, library and retirement home. Staff use these opportunities to teach children about the world around them and how to keep themselves safe. Children relish these new opportunities.

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need to do better?

n The nursery provides excellent support for families from disadvantaged backgrounds. Staff use funding to give children opportunities that supports their development. For example, resources and programmes to support children's communication and language development have been implemented well. Home visits are conducted before children join the nursery. This helps staff ensure children's needs can be met from the beginning. Children are making good progress in their learning and development. n Staff support children with special educational needs and/or disabilities and children with English as an additional language well. They use their knowledge and experience to help identify children's needs. Staff work together to plan small achievable targets for children. For example, staff work with families to promote their home language. Staff use visual aids to support children to learn the English language. Children learn nursery rhymes by listening to them in their

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need to do better?

home language first. All children have a positive attitude towards their learning. n Staff promote independence from babies up to pre-school. For example, all children feed themselves at mealtimes and older children wash their utensils afterwards. Children confidently access a range of activities. All areas of development are promoted and the environment is fully accessible to all

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need to do better?

12 February 2025 children. Staff join in with children's chosen and extend learning well. However, staff do not effectively use adult-led activities to support children to learn new skills. n There is a strong focus on communication and language development. Staff assess children's language capabilities and identify areas that need more support, such as supporting children to learn positional language. Children take part in an obstacle course where they learn to go 'under' equipment. This gives children a better understanding of the word and its meaning. Children communicate well with each other and staff use rich language when talking to them. n Staff feel very supported by their management team. They get opportunities to extend their professional development. Staff have regular supervision sessions where they can choose their own targets and training. However, targets do not always specifically focus on how to improve teaching further so that children

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need to do better?

receive an even higher quality of education. n Staff work with parents to ensure they meet their child's needs. For example, parents fill out 'all about me' forms and staff follow home-care routines. Staff use an online system to communicate with parents about how children's development is progressing. Parents praise the nursery for making it an inclusive setting. For example, staff teach children about different religions, beliefs and celebrations. Parents know their children are thriving in their development and feel extremely supported by the managers and staff.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n review and improve the implementation of adult-led activities so that all children are fully supported to learn new skills n enhance further the coaching opportunities for staff to help them raise the quality of teaching to an even higher level.

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Setting details

Unique reference number EY473572 Local authority Southampton Inspection number 10376586 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 40 Number of children on roll 60 Name of registered person St James Nursery and Pre-School

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reference number

Telephone number 02380782927 Date of previous inspection 28 May 2019

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Information about this early years setting

St James Nursery and Pre-School re-registered in 2014. It is open from 8am until 6pm on weekdays for 51 weeks of the year, closing for a week at Christmas and on bank holidays. There are currently 15 staff members, 12 of whom hold relevant qualifications at level 3 or above. The nursery receives funding for the provision of free early education to children aged nine months to four years and disadvantage funding.

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Inspection activities

n The nominated individual and manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out two joint observations, one on an activity outside and teeth brushing after lunch. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

12 February 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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